S. Krashen
Pearson
claims that its artificial intelligence machines will help reduce the
achievement gap. Their solution: super-early intervention in learning
"basic skills" (Luckin et. al. 42) to ensure "school
readiness" and "advise (parents) about strategies for talking to
their child, sharing songs, and enjoying books."
The first is not a good idea: skill-training
does not lead to real competence, only better performance on skills tests: eg
heavy phonics instruction only helps children pronounce words presented in
isolation – it does not contribute to performance on tests of reading
comprehension.
The second does not require expensive
technology; see, for example, the Reach Out and Read program, which has
produced excellent results by modeling read alouds for parents in waiting rooms
during well-child visits, and providing the family with one free book each
visit.
The Pearson scheme does not address the major
cause of the achievement gap, poverty.
It may even increase poverty
by pushing expensive equipment that nobody needs, enriching Pearson, and resulting
in less money for services that children of poverty really do need, e.g. food
programs, health care (school nurses) and school libraries.
Luckin, R., Holmes, W., Griffiths, M. and Forcier, L.
2016. Intelligence Unleashed: An Argument for AI in Education. London: Pearson.
Skills-oriented programs: Garan, E. 2001. Beyond
the smoke and mirrors: A critique of the National Reading Panel report on
phonics. Phi Delta Kappan 82, no. 7 (March), 500-509. Krashen, S. 2009.
Does intensive decoding instruction contribute to reading comprehension?
Knowledge Quest 37 (4): 72-74.
Reach out and Read: Krashen, S. 2011. Reach Out and Read (Aloud):
An Inexpensive, Simple Approach to Closing the Equity Gap in Literacy
Language Magazine 10 (12): 17-19.
Services children of poverty need: Berliner,
D. 2009. Poverty and Potential:
Out-of-School Factors and School Success. Boulder and Tempe: Education and the Public
Interest Center & Education Policy Research Unit. http://epicpolicy.org/publication/poverty-and-potential;
Krashen, S. 2004. The Power of Reading. Portsmouth,
NH: Heinemann, and Westport, CONN: Libraries Unlimited (second edition).
As low-tech as books, newspapers, comics, magazines, and perhaps the public library are, they are inexpensive and easily accessible tools for learning to read. Maybe Pearson is afraid that secret might be let out of the bag. Maybe part of their agenda is keeping folks poor so that Pearson can sell, sell, sell those high dollar silver bullet solutions to school districts.
ReplyDelete> As low-tech as books, newspapers, comics, magazines, and perhaps the public library are, they are inexpensive and easily accessible tools for learning to read.
ReplyDeleteActually, they're not inexpensive; that's the problem with them.
Sad. Big business dtill trying to take over education. Machines cannot estajlish true relationships and deeper understanding of content. Machinces cannot teach the human side of teaching. I'd love to see big corporations spend their money on fighting poverty. I think technology is a crutch if overused and it limits creativity. I've seen the change in creativity over the years. Just my two cents.
ReplyDeleteSad. Big business dtill trying to take over education. Machines cannot estajlish true relationships and deeper understanding of content. Machinces cannot teach the human side of teaching. I'd love to see big corporations spend their money on fighting poverty. I think technology is a crutch if overused and it limits creativity. I've seen the change in creativity over the years. Just my two cents.
ReplyDelete